Publication Date
In 2025 | 15 |
Since 2024 | 58 |
Since 2021 (last 5 years) | 285 |
Since 2016 (last 10 years) | 815 |
Since 2006 (last 20 years) | 1866 |
Descriptor
Source
Author
Publication Type
Education Level
Location
Turkey | 46 |
Canada | 44 |
United Kingdom | 44 |
Australia | 38 |
Netherlands | 31 |
Taiwan | 27 |
Germany | 26 |
Iran | 26 |
California | 24 |
United States | 22 |
New York | 20 |
More ▼ |
Laws, Policies, & Programs
No Child Left Behind Act 2001 | 3 |
Brown v Board of Education | 1 |
Higher Education Opportunity… | 1 |
Individuals with Disabilities… | 1 |
Individuals with Disabilities… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Does not meet standards | 3 |
Gauvreau, Ariane N.; Lohmann, Marla J.; Hovey, Katrina A. – Journal of Special Education Apprenticeship, 2019
In order to ensure high quality outcomes for all children in the early childhood classroom, teachers are expected to utilize both the Developmentally Appropriate Practices (DAP) provided by the National Association for the Education of Young Children (NAEYC, 2009), as well as the Division of Early Childhood (DEC) Recommended Practices (DEC, 2014).…
Descriptors: Access to Education, Developmentally Appropriate Practices, Protocol Analysis, Video Technology
Motlaq, Mohamad Djavad Akbari; Mahadi, Tengku Sepora Binti Tengku – Cogent Education, 2019
In this investigation, we have chosen to quantify the key components of ability in the field of translation studies in light of Vygotsky's sociocultural theory and Bronfenbrenner's nested eco-system model. The estimation of key components which have effect on willingness to translate (WTT), will be valuable for the translator instructors to wind…
Descriptors: Translation, Graduate Students, Foreign Countries, Protocol Analysis
Theriault, Jennifer C.; Matich, Lisa M.; Lampi, Jodi P.; Armstrong, Sonya L. – Journal of Adolescent & Adult Literacy, 2019
The authors report on a think-aloud study of college students placed into developmental reading courses as they learned and implemented a new strategy device. The purpose was to investigate the device's potential utility for students, especially given the current practical trends in the field to move away from strategy instruction. Findings…
Descriptors: College Students, Prior Learning, Metacognition, Protocol Analysis
Domke, Lisa M. – ProQuest LLC, 2019
Given the multilingual population of the United States, dual-language books (DLBs), or books with the complete text written in two languages, are often recommended for teachers to use in their classrooms to validate students' language and culture, facilitate language learning, and support (bi)literacy development. These recommendations are based…
Descriptors: Multilingual Materials, Books, Bilingualism, Elementary School Students
Xu, Yi; Zhang, Jie – Language Teaching Research, 2022
Lexical inference through reading is considered an important method for vocabulary building; however, empirical research has not consistently offered strong evidence of the application of lexical inference in second language vocabulary learning. A recently burgeoning line of research focuses on second language (L2) lexical inference of compounds…
Descriptors: Chinese, Form Classes (Languages), Second Language Learning, Second Language Instruction
Tobler, Samuel; Köhler, Katja; Sinha, Tanmay; Hafen, Ernst; Kapur, Manu – CBE - Life Sciences Education, 2022
Undergraduate biology students' molecular-level understanding of stochastic (also referred to as random or noisy) processes found in biological systems is often limited to those examples discussed in class. Therefore, students frequently display little ability to accurately transfer their knowledge to other contexts. Furthermore, elaborate tools…
Descriptors: Undergraduate Students, Biology, Science Instruction, Molecular Biology
Thai, Thuy; Sheehan, Susan – Language Education & Assessment, 2022
In language performance tests, raters are important as their scoring decisions determine which aspects of performance the scores represent; however, raters are considered as one of the potential sources contributing to unwanted variability in scores (Davis, 2012). Although a great number of studies have been conducted to unpack how rater…
Descriptors: Rating Scales, Speech Communication, Second Language Learning, Second Language Instruction
Cognitive Flexibility: Exploring Students' Problem-Solving in Elementary School Mathematics Learning
Rahayuningsih, Sri; Sirajuddin, Sirajuddin; Nasrun, Nasrun – Journal of Research and Advances in Mathematics Education, 2021
In classroom learning, students need mathematical cognitive flexibility to be able to solve mathematical problems with the various ideas they express. To solve the problems, they must be able to grasp the problem, see it from various points of view, and should not be rigid thinking with one solving method. In fact, the students still lack the…
Descriptors: Elementary School Students, Problem Solving, Mathematics Instruction, Creativity
Bonner, Sarah; Chen, Peggy; Jones, Kristi; Milonovich, Brandon – Applied Measurement in Education, 2021
We describe the use of think alouds to examine substantive processes involved in performance on a formative assessment of computational thinking (CT) designed to support self-regulated learning (SRL). Our task design model included three phases of work on a computational thinking problem: forethought, performance, and reflection. The cognitive…
Descriptors: Formative Evaluation, Thinking Skills, Metacognition, Computer Science Education
Broman, Karolina; Bernholt, Sascha; Parchmann, Ilka – International Journal of Science Education, 2018
Context-based learning aims to make learning more meaningful by raising meaningful problems. However, these types of problems often require reflection and thinking processes that are more complex and thus more difficult for students, putting high demands on students' problem-solving capabilities. In this paper, students' approaches when solving…
Descriptors: Models, Scaffolding (Teaching Technique), Problem Solving, Chemistry
Popova, Maia; Bretz, Stacey Lowery – Journal of Chemical Education, 2018
Thirty-six students enrolled in Organic Chemistry II participated in individual, semistructured, think-aloud interviews about the factors that contribute to the stability and reactivity of organic species in the context of unimolecular and bimolecular nucleophilic substitution and elimination reactions. The students were provided with the…
Descriptors: Science Instruction, Organic Chemistry, Semi Structured Interviews, Protocol Analysis
Dai, Ting; Van Boekel, Martin; Cromley, Jennifer; Nelson, Frank; Fechter, Tia – Grantee Submission, 2018
This case study describes how our research team conducted the qualitative think-aloud approach (or cognitive pretesting) to obtaining cognitive validity evidence for a biology inference-making and reasoning measure for undergraduate students. The main goal of our work was to gather high-quality student think-aloud data of reasoning while they were…
Descriptors: Biology, Science Instruction, Problem Solving, Teaching Methods
Veenman, Marcel V. J.; van Cleef, Dorit – ZDM: The International Journal on Mathematics Education, 2019
Various instruments for assessing metacognitive skills and strategy use exist. Off-line self-reports are questionnaires and interviews administered either before or after task performance, while on-line measures are gathered during task performance through thinking aloud or observation. Multi-method studies in reading have shown that off-line…
Descriptors: Learning Strategies, Questionnaires, Observation, Protocol Analysis
Nelms, April A.; Segura-Totten, Miriam – CBE - Life Sciences Education, 2019
Student engagement in the analysis of primary scientific literature increases critical thinking, scientific literacy, data evaluation, and science process skills. However, little is known about the process by which expertise in reading scientific articles develops. For this reason, we decided to compare how faculty experts and student novices…
Descriptors: Primary Sources, Undergraduate Students, College Faculty, Novices
Smith, Mark; Breakstone, Joel; Wineburg, Sam – Cognition and Instruction, 2019
This article reports a validity study of History Assessments of Thinking (HATs), which are short, constructed-response assessments of historical thinking. In particular, this study focuses on aspects of cognitive validity, which is an examination of whether assessments tap the intended constructs. Think-aloud interviews with 26 high school…
Descriptors: History, History Instruction, Thinking Skills, Multiple Choice Tests